WIDA Standards: Using Language Objectives to Differentiate

Report
WIDA Standards
Using Language Objectives to
Differentiate Instruction for ELLs
What is WIDA?
ELD Standards (English Language
Development Standards / NC
Essential Standards)
Common Core Training with ESL Strategies
What is WIDA?

WIDA stands for World-Class Instructional
Design and Assessment

Adopted by 22 states

Visit the WIDA website: http://www.wida.us/
How can I make
grade level
content
comprehensible for my ELLs?
What language
does he need to
learn ____?
What can
he do?
How can
he show
his
learning?
ACCESS scores, Can Do Descriptors, and
Performance Definitions answer these questions for us.
Why should we implement WIDA
Standards?

Mandated by the NC Dept. of Education



Used as a tool for the implementation of the Common Core State and
Essential Standards
Every teacher with ELLs needs to weave in ELD Standards in their
instruction daily.
Supports the teacher!




NC Teacher Evaluation Standards II and IV
Differentiation made easy!
Assessment wall conversations will be more meaningful.
Teachers can use the language provided by WIDA to formulate
measurable goals on PEPs.

Supports all ESL students!

Extends NC Falcon and the Common Core
NC Teacher Evaluation Process

Standard II: Teachers Establish a Respectful
Environment for a Diverse Population of
Students:

D.) Teacher adapt their teaching for the benefit of
students with special needs. (special language
needs)
NC Teacher Evaluation Process

Standard IV: Teachers Facilitate Learning for
Their Students

A.) Teachers know the ways in which learning takes
place, and they know the appropriate levels of intellectual,
physical, social, and emotional development of their
students.

B.) Teachers plan instruction appropriately for their
students.

C.) Teachers use a variety of instructional methods.

D.) Teachers use a variety of methods to assess what each
student has learned.
English Language Proficiency
Standards
WIDA Standards
Gives teachers a
framework to
differentiate
instruction.
Easily altered
to fit what we
are teaching
Centered on the
language needs of the
student to
access grade level
content
What are the Standards?
Standard:
Language
of Math
Language Domains:
Listening
Speaking
Reading
Writing
Standards:
Language of
Science
What language
do my students
need to
understand in
order to learn the
content?
Standard:
Language of
Language
Arts
Standard:
Social and
Instructional
Language
Standard:
Language of
Social
Studies
Data Driven Instruction:
Student Roster Reports


All LEP students received a language
proficiency test called the ACCESS test.
This test measures English proficiency in:




Listening
Speaking
Reading
Writing
Student Roster Reports: 2011 ACCESS
Scores

Includes scores for all of the ESL students in your
school last year.

See highlighted sections for specific scores.

The following slides will explain how to interpret
these scores.
Language Proficiency Levels
Many of our ESL students are in this
range in one or more language
domains.
Students in this
area are
comparable to
native English
speakers.
Source: www.wida.us
What are the Language Proficiency
Levels?

1 Entering:
minimal social and academic language with support

2 Beginning:
uses some social and academic language with support

3 Developing:
uses social English and SOME academic language with support

4 Expanding:
uses social English and some technical academic language

5 Bridging:
uses social and academic language working with grade level material

6 Reaching:
uses social and academic language at the highest level
The Continuum of Second Language
Acquisition
Entering: 1
Reaching: 6
The second language acquisition process involves gradual
scaffolding from:
Concrete ideas/concepts
Familiar situations
General vocabulary
Single Words & Phrases
Abstract ideas/concepts
Unfamiliar situations
Technical vocabulary
Extended discourse
Source: page RG12 WIDA Standards Booklet
What is the difference between
specialized and technical vocabulary?
General
Specific
Technical
total
sum
ELA
person
3-5
Science 6-8 knee
character
protagonist
kneecap
patella
Social
Studies
9-12
population
Demographics
Math
1-2 in all
people
RG-46 Figure 5C WIDA
Resource Guide
When are students considered English
language proficient?

ACCESS results are as followed to exit the
ESL program.
Reading=4.0
Expanding
 Writing=4.0
Expanding
 Composite (Overall Score)=4.8
Expanding/Bridging Level
 Students that exit the program are monitored for
2 years. Temporary support is given when needed.

What should we expect
from our students?
Important references:
Performance Definitions
Can Do Descriptors
More about Language Proficiency
Levels:

Performance Definitions
Describes at each level what students can process,
understand, produce or use.

Refer to page RG-45 in your Resource Guide

Read and discuss characteristics of each level
with your group.
Can Do Descriptors
What can my student do?

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Refer to page RG 58 in your Resource Guide
BEST resource!
Helps us answers the question:

What can I expect from my students?
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Using a highlighter, mark the verbs that you see on the handout.

Notice the types of verbs we use at each proficiency level.

These verbs help us create formative assessment
tasks that are appropriate for a particular language
level.
Now, select a student from the Student
Roster Report provided.

Using the Can Do’s and Performance
Definitions, discuss how the rubrics can help
you understand what the student can do and
what we should expect them to do.
How to Create a Language
Objective
How to create a language objective:
Language Objectives have 3 parts:

Verb + Topic + Support
Creating a language objective:
step-by-step
2nd
Choose a verb
1st
Is the verb appropriate for
his/her level of language?
Choose a topic
How do I want to
assess their knowledge?
3rd
Choose a method of support.
How can I help them understand the vocabulary?
Verbs are POWERFUL!
WIDA and NC FALCON
VERB = FORMATIVE ASSESSMENT (Differentiation)


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How will the student demonstrate understanding?
Is the selected verb appropriate for the language
level of my student?
Can this mode of communication (VERB) help
students demonstrate what they TRULY know?
Refer to handouts that show lists of verbs in your folder.
Why give support?

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Levels the language playing field
Makes challenging vocabulary understandable
Please refer to page RG-21 for types of
supports across content areas.
3.E.2.2 Compare Earth’s land features
(including volcanoes, mountains, valleys,
canyons, caverns, and islands) by using
models, pictures, diagrams, and maps.
Level 1
Level 2
Level 3
Level 4
Level 5
Match pictures
of landforms
using word
cards with a
partner.
Categorize
landforms by
their
characteristics
using picture
cards.
Follow multistep directions
to complete a
model of
landforms
using
illustrations
from the text.
Compare
and contrast
different
landforms
using the text
and a Venn
diagram
with a
partner.
Point to
pictures of
landforms
when asked
questions.
(“Which one is
a mountain”)
Explain in
phrases or short
sentences each
category with
teacher support.
Write a brief
description of
each landform
presented in
the model
using words
and
illustrations
from the text.
Explain
physical
chararacteristics of
landforms
using pictures
and technical
vocabulary
from an
alphabox.
Summarize
the
similarities
and
differences
between two
landforms
using a Venn
diagram.
Produce an
informational
article about a
popular
landform in the
world using
information
found on the
internet.


2.RL.7
Use information gained from the illustrations and
words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.

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I CAN describe how a character feels using the
illustrations and the text.
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Learning Target
Criteria for Success
I WILL identify how the character is feeling using
picture cards.
I WILL point out examples from the text and
illustrations to support my choice.
1.RF.3b Decode regularly spelled one
syllable words
Learning Target
I CAN read one syllable words.
 Criteria for Success
I WILL identify each letter sound in a word
using sound boxes.
I WILL produce a new word by changing the
beginning sound in a word using sound boxes.
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Look at all of our resources!!!!
ESL
Teachers
ACCESS
scores
Verbs
Can Do’s
Performanc
e Definitions
Supports
Please visit www.wida.us for
many useful resources!
ESL Website

Training materials (including this
presentation) are available on our ESL
website.
Questions? Need resources?
We are always available to help you!
www.wida.us
Our ESL website
Please visit our ESL website!
Please keep in touch!

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